Simulation Innovation to Redesign the Baccalaureate Curriculum to Address Population Health.

Prelicensure nursing curricula need to be redesigned to integrate and achieve key population health competencies. Nursing students in generic and second-degree programs had improved learning outcomes and significant increases in population health competencies across the curriculum using simulation-based learning activities developed through an academic-practice partnership. Simulation is an effective, interactive strategy that enhances student knowledge, skills, and competencies in addressing population health.

Creating a Novel Online Digital Badge-Awarding Program in Patient Navigation to Address Healthcare Access.

A novel, sustainable digital badge-awarding online course was developed to prepare learners with familiarity of patient navigation. Learners offered favorable endorsement of essentially all elements of the program, especially the utility of the Blackboard learning management software program. Quality Matters standards provided a rigorous framework for the challenges of designing, implementing, and evaluating online curricula. Online education is an effective method for meeting the professional development needs of those seeking careers in care coordination/patient navigation.

New Careers in Nursing Scholar Alumni Toolkit: Development of an Innovative Resource for Transition to Practice.

The transition from student to professional nurse is challenging and may be more difficult for underrepresented minority nurses. The Robert Wood Johnson Foundation New Careers in Nursing (NCIN) program supported development of a toolkit that would serve as a transition-to-practice resource to promote retention of NCIN alumni and other new nurses. Thirteen recent NCIN alumni (54% male, 23% Hispanic/Latino, 23% African Americans) from 3 schools gave preliminary content feedback. An e-mail survey was sent to a convenience sample of 29 recent NCIN alumni who evaluated the draft toolkit using a Likert scale (poor = 1; excellent = 5). Twenty NCIN alumni draft toolkit reviewers (response rate 69%) were primarily female (80%) and Hispanic/Latino (40%). Individual chapters' mean overall rating of 4.67 demonstrated strong validation. Mean scores for overall toolkit content (4.57), usability (4.5), relevance (4.79), and quality (4.71) were also excellent. Qualitative comments were analyzed using thematic content analysis and supported the toolkit's relevance and utility. A multilevel peer review process was also conducted. Peer reviewer feedback resulted in a 6-chapter document that offers resources for successful transition to practice and lays the groundwork for continued professional growth. Future research is needed to determine the ideal time to introduce this resource.

An innovation in design of a school of nursing evaluation protocol.

Program evaluations in schools of nursing (SONs) serve the purpose of clearly demonstrating how the SON meets the quality standards established by governance, regulatory, and accreditation bodies. The authors describe the step-by-step process taken by a SON to develop a new model of an evaluation protocol that includes linkages to external criteria for evaluation of the plan itself. This analysis and feedback step is often neglected but is essential to the quality improvement process.

Opening the doors to the OR: providing students with perioperative clinical experiences.

For the past two decades, perioperative nurse leaders have written about the need for more perioperative nurses. Only a small percentage of all nurses are perioperative nurses, and within the next five years, it is estimated that nearly 20% of those currently employed will retire while demand for nurses will continue to increase. This is occurring at a time when most nursing schools have eliminated the theoretical content and clinical exposure to a perioperative curriculum. In response to these issues, faculty members at the State University of New York at Stony Brook, in collaboration with perioperative educators, developed programs to provide nursing students and RNs with the opportunity to experience perioperative nursing. We offered senior nursing students a 15-week clinical practicum and capstone experience at North Shore University Hospital, Manhasset, NY, and we offered RNs and students a two-week introductory OR experience at Stony Brook University Medical Center, Stony Brook, NY. We believe these types of programs could offer a partial solution to the perioperative nursing shortage and reduce nurse attrition in the perioperative setting.

Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.